The article discusses the process of preparation for and performance of multilingual dramatics in the context of teaching two / three foreign languages to school students. The necessity of using theatricalization for personal, social and cultural students’ development and improvement of their language skills is explained. The objectives gained by means of multilingual dramatics are discussed. The article presents the stages of preparation and performance of multilingual dramatics in which the actors speak different languages: the textual stage, script-writing, staging, presentational and reflexive stages. The purpose of the textual stage is to choose and read the book (story) on which the dramatics will be based. Students familiarize themselves with the plot of the story and acquire new lexical items. At the script-writing stage students develop the script of their dramatics, allocate roles and decide what languages their characters will speak. The next step - staging consists of a number of rehearsals, performance enhancement and corrections. At the presentational stage students present their multilingual dramatics to the invited audience. The reflexive stage is to discuss the acquired experience, analyze the results and talk out the difficulties encountered, make suggestions and plan the future multilingual dramatics. The described process of preparation and performance of multilingual dramatics is realized annually (since 2014) by the author of this article in the system of supplementary education.
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